Despite the importance of good lecture notes to test performance, very little is known about the cognitive processes that underlie effective lecture note taking. The primary purpose of the 2 studies reported (a pilot study and Study 1) was to investigate 3 processes hypothesized to be significantly related to quality of notes: transcription fluency, verbal working memory, and the ability to identify main ideas. A 2nd purpose was to replicate the findings from previous research that notes and verbal working memory were significantly related to test performance. Results indicated that transcription fluency was the only predictor of quality of notes and that quality of notes was the only significant predictor of test performance. The findings on transcription fluency extend those of the children's writing literature to indicate that transcription fluency is related to a variety of writing outcomes and suggest that interventions directed at transcription fluency may enhance lecture note taking.

A comprehensive statistical analysis of shared assessments was conducted using student assessment data (n=152) gathered over a three-semester cycle from three general education chemistry courses taught both online and on-campus at a public, two-year community college in the upper Midwest United States. Item difficulty values, item discrimination values, difficulty ratios were used to evaluate the efficacy of the shared assessment instruments in assessing student learning toward intended course outcomes. Two-sample t-tests were conducted to determine the statistical significance of differences in assessment means by course delivery mode.

In the Past few years educators have been acutely aware of the attempts being made to revise the mathematics curriculum in our schools. The work of the School Math Study Group, Maryland Project and the University of Illinois has produced some extensive work and experimentation to improve, not only, the content but the method as well. If you have not tried some of their ideas in your class may I suggest that you do. The following problems were enjoyed by both seventh and eighth grade students.

Measurement is one of five Content Standards promoted by the National Council of Teachers of Mathematics as crucial facets of students' mathematical knowledge (NCTM 2000). Skills and reasoning that develop in association with measurement are applicable in everyday life as well as in many career choices. A significant topic within elementary school curricula, measurement is addressed through the use of investigative activities. Unfortunately, students traditionally struggle with measurement tasks, which points to limited understandings of concepts involved in such tasks (Kamii 2006; Thompson and Preston 2004). Therefore, examining the manner in which measurement is approached within the early elementary classroom is a germane pursuit.

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